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Language and Education Volume 29, 2015 - Issue 3: Language in epistemic access: mobilising multilingualism and literacy development for more equitable education in South Africa
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Articles

Unlocking the grid: language-in-education policy realisation in post-apartheid South Africa

Peter PlüddemannLanguage Education Department, University of the Western Cape, Bellville, Cape Town, South AfricaCorrespondence[email protected]
Pages 186-199 | Received 27 Nov 2014, Accepted 01 Dec 2014, Published online: 02 Jan 2015

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Kristof Iipinge & Kate Huddlestone. (2023) English lingua franca as a language of learning and teaching in northern Namibia: A report on Oshiwambo teachers' experiences. Southern African Linguistics and Applied Language Studies 41:3, pages 280-297.
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Johanita Kirsten. (2023) Pictures of Language: Language Metaphors in a Recent Language Policy Framework. Language Matters 54:2, pages 86-103.
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Leketi Makalela. (2023) Merging English Home Language and First Additional Language curricula: Implications for future quality assurance practices. Southern African Linguistics and Applied Language Studies 41:1, pages 76-87.
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Shilela Nkadimeng & Leketi Makalela. (2023) The (re)making of an African language: Revisiting epistemologies for quality assessment practices. Southern African Linguistics and Applied Language Studies 41:1, pages 5-15.
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Mandy Wigdorowitz, Ana I. Pérez & Ianthi M. Tsimpli. (2022) Sociolinguistic context matters: Exploring differences in contextual linguistic diversity in South Africa and England. International Multilingual Research Journal 16:4, pages 345-364.
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Pfuurai Chimbunde & Maserole Kgari-Masondo. (2022) The Decolonisation of African Languages: Insights from Southern Africa. Language Matters 53:3, pages 5-24.
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Kerstin Monika Tönsing & Gloria Soto. (2020) Multilingualism and augmentative and alternative communication: examining language ideology and resulting practices. Augmentative and Alternative Communication 36:3, pages 190-201.
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Michael M. Kretzer & Russell H. Kaschula. (2020) (Unused) potentials of educators’ covert language policies at public schools in Limpopo, South Africa. Current Issues in Language Planning 21:3, pages 254-278.
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Saloshna Vandeyar & Theresa Catalano. (2020) Language and Identity: Multilingual Immigrant Learners in South Africa. Language Matters 51:2, pages 106-128.
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Russell H Kaschula & Michael M Kretzer. (2019) ‘Hayi, they don’t know Xhosa’: Comparative isiXhosa teaching challenges in the Eastern Cape and Gauteng. South African Journal of African Languages 39:3, pages 239-252.
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Steven Lawrence Gordon & Jaqueline Harvey. (2019) Choice of language in education: do we know what South Africans want?. Language and Education 33:3, pages 226-243.
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Susan Coetzee-Van Rooy. (2018) Dominant Language Constellations in Multilingual Repertoires: Implications for Language-in-Education Policy and Practices in South Africa. Language Matters 49:3, pages 19-46.
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Simthembile Xeketwana. (2018) A theoretical approach to teaching academic literacy through the use of genres: A knowledge about language for preservice teachers. South African Journal of African Languages 38:3, pages 349-354.
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Debra Lynne Shepherd. (2018) Understanding language in education and grade 4 reading performance using a ‘natural experiment’ of Botswana and South Africa. Assessment in Education: Principles, Policy & Practice 25:1, pages 87-106.
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Fiona Jackson. (2016) Unraveling high school English literature pedagogic practices: a Legitimation Code Theory analysis. Language and Education 30:6, pages 536-553.
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Mei French. (2016) Students' multilingual resources and policy-in-action: an Australian case study. Language and Education 30:4, pages 298-316.
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Caroline Kerfoot & Michelle Bedeker. (2015) Testing the waters: exploring the teaching of genres in a Cape Flats Primary School in South Africa. Language and Education 29:3, pages 235-255.
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Margie Probyn. (2015) Pedagogical translanguaging: bridging discourses in South African science classrooms. Language and Education 29:3, pages 218-234.
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Ryan W. Pontier & Matthew R. Deroo. (2022) TESOL Teachers’ Writing to Support Developing Understandings of Translanguaging Theory and Praxis in Neoliberal Times. TESOL Quarterly 57:1, pages 115-139.
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Anna Mendoza & Jiaen Ou. (2022) CACTI: Use of a survey instrument as a semistructured interview protocol to facilitate teacher retrospection on bi/multilingual practices in EMI. System 109, pages 102887.
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Michael M. Kretzer & Everlyn Oluoch-Suleh. (2022) (Hidden) potentials for African languages in curriculum reforms: examples from Kenya and South Africa. SN Social Sciences 2:8.
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Dumisile N. Mkhize. 2022. Language and Institutional Identity in the Post-Apartheid South African Higher Education. Language and Institutional Identity in the Post-Apartheid South African Higher Education 11 31 .
Edwin Darrell de Klerk, June Monica Palmer & Maseeeng Papashane. (2021) Promoting multilingualism: Foundation Phase teachers’ experiences in teaching isiXhosa to native speakers of Afrikaans. South African Journal of Education 41:Supplement 1, pages S1-S9.
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Sameera Ayob & Margaret Funke Omidire. (2021) Storyboards as a Qualitative Method of Exploring Learners’ Experience With the Use of a Multilingual Support Strategy. International Journal of Qualitative Methods 20, pages 160940692110343.
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Karen Suzette Collett, Vuyokazi Nomlomo, Someka Ngece, Daniel Jansen & Elmarie Mackier. 2021. International Perspectives on Teacher Well-Being and Diversity. International Perspectives on Teacher Well-Being and Diversity 61 85 .
Andrea Juan, Jaqueline Harvey & Sylvia Hannan. 2021. Social Justice and Education in the 21st Century. Social Justice and Education in the 21st Century 75 93 .
C. H. Prinsloo & J. C. Harvey. (2018) The Differing Effect of Language Factors on Science and Mathematics Achievement Using TIMSS 2015 Data: South Africa. Research in Science Education 50:6, pages 2207-2226.
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Robyn Berghoff. (2020) The processing of object–subject ambiguities in early second-language acquirers. Applied Psycholinguistics 41:4, pages 963-992.
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Susan Coetzee–Van Rooy. 2020. Dominant Language Constellations. Dominant Language Constellations 139 165 .
Rosemary Wildsmith-Cromarty & Robert J. Balfour. (2019) Language learning and teaching in South African primary schools. Language Teaching 52:3, pages 296-317.
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Margie Probyn. 2018. Handbook of Research and Practice in Heritage Language Education. Handbook of Research and Practice in Heritage Language Education 445 463 .
Jim Cummins. (2017) Teaching Minoritized Students: Are Additive Approaches Legitimate?. Harvard Educational Review 87:3, pages 404-425.
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Margie Probyn. 2017. Handbook of Comparative Studies on Community Colleges and Global Counterparts. Handbook of Comparative Studies on Community Colleges and Global Counterparts 1 19 .

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